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Describe! Analyze! Act! – Geomedia and Sustainability, Results from a European School Project
Friedrich Barnikel1, Floris Willems2, Robert Plötz3
1Landeshauptstadt München, Deutschland; 2OLVP Sint-Niklaas, Belgium; 3Städt. Adolf-Weber-Gymnasium München
Digital geomedia empower students to not only describe features of their environment but to help change it (for the better). Geoscience education thus may contribute to support students claim their rights as citizens for a more sustainable future. This paper shows results from a European project financed through the Erasmus+ funding scheme. It is not designed to contribute to the scientific development within spatial education, it is meant to serve as a best practice example for teachers in Europe on how to connect different faculties of a school within one project.
Location based Holocaust Education. An Evaluation.
University of Salzburg, Austria
This contribution presents the results of an evalutation of a WIKI- and location-based learning Environment that contributes to Holocaust education.
Expanding STEM education in secondary schools: an innovative Geography-Physics course focusing on remote sensing
Claudia Lindner1, Christina Müller2, Henryk Hodam1, Carsten Jürgens1, Annette Ortwein1, Johannes Schultz1, Fabian Selg1, Andreas Rienow1
A new elective school subject called “Geography-Physics” was developed by the Universities of [*redacted to maintain the integrity of the review process] in cooperation with a German high school. The STEM subject focuses on remote sensing to convey information, methodology, and application. There are two main sections: the physical basis of remote sensing, including both mathematics and computer science, and the geographic application, including biology and chemistry topics. GIS is a major part of the exploitation of Earth Observation data, but its use is not feasible in school lessons due to financial and temporal restrictions. Instead, small, specialized GIS tools with embedded EO imagery are used. The projects [redacted*] realised these tools, evaluation and expert meetings were conducted in close cooperation with the partner school. The first 2-year course of the new subject was completed in summer 2018. The implementing teachers have since re-evaluated their concept and have revised their syllabus to make the subject more applicable. The pupils have evaluated the materials and the subject as well.